Play spaces, play objects, play activities … life-long learning!

Play nurtures creativity, play is communication, conflicts are acted out during play, play can be addictive, social skills are practiced in play, play is strategy and a political instrument, play can be therapy, some people like to ruin the game, and playing is even forbidden in certain places! … 

Depending on the time, viewpoint or societal setting, play is sometimes for fun, sometimes for relaxation, sometimes an outlet for excess energy, and sometimes it is simply an end in itself. It can also be said that playing is a child’s way of exploring and understanding the world. Playing means learning how to live! 

Children learn using toys, and toys are a representation of society. The most common toys are a reproduction of adult objects, only on a smaller scale. The aim of playful learning is to promote individual strengths and balance out weaknesses. Play stands for development and evolvement, creativity and innovation. 

Playing and learning are present in all life phases and all areas of society. For this reason, we do not just concentrate on child’s play in our projects; we also deal with adult games, with the significance of play in processes of imparting and acquiring knowledge, and, last of all, with the role of playful elements in social and creative processes in general, and we shape spaces, objects and activities in this context. 

 

The topic of play and learning permeates all phases of life and areas of society. Our projects are therefore not only about children's play, we also deal with adult play, the importance of play in processes of knowledge transfer and acquisition and finally the role of playfulness in social and creative processes in general and design spaces, objects and activities in this context.

Graduates of the Design of Playing and Learning study programme work for play and learning product manufacturers such as Lego, Haba, Sigikid, Simm-Marketing, Golnest & Kiesel, Ravensburger Spiele, Dusyma, Erzi ... or with playground manufacturers such as Corocord, Kinderland and Kukuk, or they set up their own label and work freely as play and learning designers in various areas, be it in the design of exhibition, learning and mediation spaces, in the field of children's furniture and products, children's books or stop-motion films.

Focuses of this course of study

Innovative design tasks in the area of playing and learning. Design of series-manufactured products such as toys, learning aids for schools, childcare facilities and other educational institutions, the conception and design of playing and learning spaces in the private and public sectors and the development of action strategies for initiatives and facilities – in the areas of education and pedagogy, for example.

Aim of the course

Playing and learning takes place at many locations and in all life phases, and is influenced by societal and technological developments. Accordingly, the spectrum of topics and design requirements involved is very broad. The Design of Playing and Learning discipline covers the design of play spaces, play objects and play activities and the development of concepts and media for the subject of life-long learning. Students will be given the ability to apply methods, design approaches, specialist knowledge and research strategies on problems and tasks in the area of playing and learning in a responsible, independent and professional manner.

Course of study and teaching content

Design fundamentals and practical exercises in design methods are characteristic features of the first four semesters of the eight-semester bachelor’s course. Building upon this foundation, the focus of the course elements in the subsequent semesters is the implementation of complex projects, taking into account design and economic aspects and, at the same time, the development of the students’ personal strengths. This discipline also offers advanced elements in the form of investigations of research and actual practice, interdisciplinary elements, and introductions to related fields such as psychology, pedagogy, didactics, play theory and the history of play.

Prerequisites

General qualification for university entrance, and artistic suitability. Six-month pre-university practical experience period in woodwork, metalwork or plastics processing, in graphics, design, model-building; craft or commercial vocational training with similar duties can also be recognised as a pre-university practical experience period. Knowledge and experience in the social or pedagogical sectors are also advantageous. Exceptions: Proof of the general qualification for university entrance can be waived in cases of exceptional talent combined with practical experience.

Degree

Bachelor of Arts (B.A.)